Students’ Scientific Explanation in Blended Physics Learning with E-Scaffolding

Oktavianti, Eka; Handayanto, Supriyono Koes; Wartono, W.; Saniso, Eleeyah

doi:10.15294/jpii.v7i2.14232

Cited by 15 publications

(22 citation statements)

References 14 publications

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“…Hong and Xinyi (2019) showed that online learning resources could help to achieve learning goals. The research results by Oktavianti et al (2018) showed that students' scientific explanation skills significantly increase after they experience blended learning physics with e-scaffolding. Wang (2019) showed that blending learning has a significant effect on increasing the effectiveness of digital art teaching.…”

Section: Introductionmentioning

confidence: 98%

The Effectiveness of the Learning Management System of Saqural Learning Application on the Scientific Interpretation Learning Outcomes

Saputro

Tortop²,

Zuhri

et al. 2021

JPII

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This study aims to obtain an effective BERSAQURAL Learning Management System on the learning outcomes of BERSAQURAL interpretation through digital literacy. This study is a quantitative type with One-Group Pretest-Posttest Design. This study population was 90 third-semester science education students at the Faculty of Teacher Training and Education IAIN Salatiga who participated in a science interpretation course. The sample in this study was purposive sampling, and one group is 30 students. The data collection instrument was pretest and posttest questions of the BERSAQURAL interpretation of water. The results showed that: (1) the BERSAQURAL learning management system in the dashboard consists of the navigation menu, interpretation of science, nature, al-Qurâ€™an, e-Problem Based Learning, evaluation, explore material, user, my profile, settings, and logout, (2) BERSAQURAL learning management system is effective on learning outcomes of BERSAQURAL interpretation through digital literacy based on the Wilcoxon test (t count -4.802, p = 0.00 <0.05). Research results of learning management system BERSAQURAL have novelty, a distance learning media (online) with open-access material as digital literacy, connecting LMS E-PBL Berketemu Ilmiah (e-pblberketemuilmiah.id) integrated with a plagiarism checker to educate honesty. There are rewards from users of the BERSAQURAL Learning Management System in the stars or on the trending menu.

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Section: Introductionmentioning

confidence: 98%

The Effectiveness of the Learning Management System of Saqural Learning Application on the Scientific Interpretation Learning Outcomes

Saputro

Tortop²,

Zuhri

et al. 2021

JPII

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show abstract

“…This virtual laboratory can be used in the process of learning and discussion to strengthen the concepts and knowledge related to modern physics which are generally invisibly microscopic. Oktavianti et al (2018) also found that blended physics learning with e-scaffolding enhanced the students' scientific explanation such as claim, evidence, and reasoning. Blended learning is relevant to be implemented in Indonesian higher education to reinforce students to learn self-reliantly beyond the classroom, build the competence to collaborate and discuss with their peers in order to solve problems (Zainuddin & Keumala, 2018).…”

Section: Introductionmentioning

confidence: 82%

Blended-flipped classroom learning for physics students with the topic of the photoelectric effect

Pattiserlihun

Setiadi

2020

jipi

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Blended-Flipped Classroom Learning is a learning method that combines blended learning with flipped classroom learning. This study aims to: (1). Design and implement Blended-Flipped Classroom Learning with the topic of Photoelectric Effect for Physics and Physics Education students in Modern Physics course; (2). Determine how the effect of Blended-Flipped Classroom Learning on student learning outcomes for the topic of Photoelectric Effect; (3). Determine students’ responses toward Blended-Flipped Classroom Learning for the topic of Photoelectric Effect. This research was descriptive and conducted at the Physics and Physics Education Department, Universitas Kristen Satya Wacana in the Modern Physics course. From the results of the research conducted it can be concluded that student learning outcomes after Blended-Flipped Classroom Learning were in the “high” and “very high” category, where most students (85.7%) were in the very high category. This result indicates that learning using Blended-Flipped Classroom Learning helps students to achieve optimal learning outcomes. Student responses to Blended-Flipped Classroom Learning were in the “good” category. It also shows that students' positive responses to the learning process can influence the optimization of their learning outcomes. This kind of learning model requires the teacher who acts as a facilitator, dynamist, evaluator and also justifier.

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“…However, students who were given scaffolding had a better explanation than those who were given written instructions. Additionally, a study by Oktavianti et al (2018) reported that the students' scientific explanation ability increases after they learn in blended learning with scaffolding.…”

Section: Discussionmentioning

confidence: 99%

“…A scientific explanation is a crucial issue that needs to be investigated immediately. Scientific explanation Several previous studies have investigated scientific explanations or scientific arguments (De Andrade et al, 2019;Gilles & Buck, 2019;Herman et al, 2019;Koppal et al, 2020;Lee et al, 2019;Oktavianti et al, 2018;Pallant & Lee, 2015;Wagner et al, 2020). The results of those studies show that good student's scientific explanations support in-depth understanding, and the provision of scaffolding by educators can develop students' scientific explanations.…”

Section: Introductionmentioning

confidence: 99%

Pre-service Teachers’ Scientific Explanation with E-Scaffolding in Blended Learning

Amelia

Rofiki

Tortop³

et al. 2020

JIPFAlBiruni

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This study aims to examine the effect of e-scaffolding in blended learning on pre-service teachers' scientific explanation abilities as well as to find out the patterns of scientific explanation of pre-service teachers who learn by e-scaffolding in blended learning. This study employed mixed-method with concurrent embedded design. Quasi-experimental research design in the form of a one-group pretest-posttest control group design was used as a quantitative approach, whereas the learning process and scientific explanation patterns were described in a qualitative approach. The population of this study was 152 elementary school pre-service teachers of a state university at Malang, while the sample was 24 elementary school pre-service teachers in the seventh semester. The sample selection technique in the study was purposive sampling. The instrument used for measuring scientific explanation abilities was problem descriptions. The quantitative data were analyzed using the t-test, while qualitative data were analyzed using descriptive method. The finding of the study indicated that pre-service teachers' scientific explanation improved after learning with e-scaffolding in blended learning. The pre-service teachers were able to explain the relationship between theory and problems very well. The recommendation for future research, it is crucial to investigate the characterization of scientific explanation

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Students’ Scientific Explanation in Blended Physics Learning with E-Scaffolding

Cited by 15 publications

References 14 publications

The Effectiveness of the Learning Management System of Saqural Learning Application on the Scientific Interpretation Learning Outcomes

The Effectiveness of the Learning Management System of Saqural Learning Application on the Scientific Interpretation Learning Outcomes

Blended-flipped classroom learning for physics students with the topic of the photoelectric effect

Pre-service Teachers’ Scientific Explanation with E-Scaffolding in Blended Learning

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